The New Jersey State Board of Education met this month for its regularly scheduled business meeting, with several important items on the agenda affecting students, educators, and school districts across the state including important updates to New Jersey’s graduation assessment, updated the Military Science Certification Requirements and heard a presentation of an ambitious strategic vision for the future of Camden City School District. No public testimony was held following the August meeting.
New Student Representative Welcomed
The Board also welcomed its newest student representative, Amelia Reynolds, a rising junior from Collingswood High School. Amelia shared her experiences attending the New Jersey Association of Student Councils Leadership Training Conference (“LTC”). LTC is the oldest continuously running state leadership conference of its kind in the United States. Held at the College of New Jersey over two three-day sessions each July, the conference brings together middle and high school students from across the state to develop leadership skills, strengthen community engagement, and amplify student voice.
Petition for RuleMaking
The Board considered a petition from the director of the New Jersey Center for Teaching and Learning seeking to restore portions of educator preparation regulations that were amended in 2023. After reviewing the request, the Commissioner and State Board recommended denying the petition, concluding that reinstating the previous rules would create inconsistent standards across educator preparation program providers and undermine comparable preparation pathways for future teachers. Additional information regarding the petition and the reasons for its denial are available in the Department’s final notice of action on its website.
Camden City School District Presents New Strategic Direction
A significant portion of the meeting was devoted to Camden City School District’s annual report of the district’s growth and progress and the plan to continue to move the district forward.
State-Appointed Superintendent Alfonso Q. Llano Jr. outlined a comprehensive plan centered on six measurable priorities: Improving student achievement through stronger classroom instruction; Increasing attendance and removing barriers to student success; Recruiting, developing, and retaining effective educators; Rebuilding family trust and strengthening community partnerships; Using better data to guide decision-making; and Aligning financial and operational resources around student outcomes.
Superintendent Llano and his leadership team emphasized that their goal is to move from planning to execution by establishing clear performance measures, holding leadership accountable, and continuously monitoring progress. The district also highlighted efforts to improve enrollment, expand student supports, strengthen communication with families, and ensure resources are directed toward classroom success.
Another new initiative is the district’s goal of expanding collaboration across the City of Camden by developing a citywide “Portrait of a Graduate.” District leaders explained that while traditional public schools, Renaissance schools, and charter schools all share the common goal of graduating students, they often define student success differently. The district hopes to work collaboratively with its educational partners to develop a shared set of competencies and skills that every Camden graduate should possess, creating a common vision of college, career, and civic readiness.
One of the updates involved Camden’s continued investment in Career and Technical Education (CTE). District officials reported that Camden has expanded from a single approved CTE pathway to fourteen different programs, including construction trades, cosmetology, engineering, business, broadcasting, fashion design, TV and radio, JROTC, and Cisco networking. Future plans include adding welding and culinary arts when Eastside opens. District leaders also discussed expanding CTE opportunities into the middle grades by embedding career exploration earlier in students’ educational experiences.
The appendix identifies perspective examples such as working with Subaru for automotive systems, engineering, logistics and business operations, American Water for chemistry, water systems, manufacturing, infrastructure and data, Cooper University Healthcare for clinical and nonclinical health pathways and a Campbell Food Company for food science research and development, supply chain, finance and marketing. It is important to note that these are prospective partners, not commitments.
Board members praised the expansion while also stressing that career preparation should complement, not replace, college readiness. The discussion emphasized ensuring every student graduates with multiple pathways available, whether entering the workforce, technical training, or higher education.
Board member Arcelio Aponte remarked that in his nearly 20 years on the state board, he can’t remember a report that so strongly emphasized support for families and family engagement in terms of the school district’s prioritizing such an aggressive effort around family engagement, student wellness and earning family trust.
Board member Dr. Nedd Johnson highlighted the importance of a clear pathway for Camden City schools to be released from state control. At 13 years, it is the longest running district to be under the state’s control.
Commissioner’s Monthly Literacy Update
Also at this month’s State Board meeting, Commissioner Laux continued her new monthly literacy update by focusing on New Jersey’s implementation of universal literacy screeners as the state enters its second year of statewide implementation.
The Commissioner began by recognizing the significant work undertaken by educators, school leaders, and district staff during the first year of implementation. Districts established screening schedules, trained staff, communicated with families, and administered approved literacy screeners across the state. Dr. Laux noted that this represented a substantial operational effort and emphasized that the Department has learned valuable lessons that will strengthen implementation moving forward.
A major milestone highlighted during the presentation was the increase in district participation.
At the beginning of implementation, 76% of Local Education Agencies (LEAs) submitted data from approved literacy screeners. By the middle of the school year, that figure had increased by 12 percentage points, reflecting continued outreach by the Department and ongoing improvements in district implementation. The Commissioner noted that this provides New Jersey with an increasingly comprehensive statewide picture of early literacy needs.
The Commissioner stressed that universal screening should never become an end in itself, emphasizing that “Universal screening is not the goal. Strong readers are the goal.” Dr. Laux explained that screening data is valuable only when it informs high-quality instruction, targeted interventions, and meaningful communication with families. Assessments should serve as an early warning system that helps educators identify student needs and provide timely support, rather than simply generate compliance data.
Looking ahead to the new school year, the Commissioner encouraged districts to move beyond simply collecting screening data and instead use it to improve instructional systems. She noted that literacy screening should help districts answer broader questions, including:
- whether Tier I core instruction is effectively meeting student needs
- whether curriculum implementation requires adjustment
- whether teachers need additional professional support, and
- whether intervention systems are operating effectively.
Finally, the Commissioner assured districts that they will continue to receive assistance from the Department as implementation matures. Planned supports include sharing best practices from districts successfully implementing literacy screening; updated implementation guidance; additional technical assistance; and continued support for districts participating in literacy grant programs.
Dr. Laux concluded that while the state has made meaningful progress during its first year of implementation, continued work is needed to ensure literacy screening becomes an effective instructional tool that strengthens reading outcomes for students statewide.
New Graduation Assessment Cut Scores Approved
The State Board this month also approved a resolution establishing the proficiency-level cut scores for the new New Jersey Graduation Proficiency Assessment Adaptive (NJGPA Adaptive), formally adopting the score students must achieve to be considered “graduation ready” under New Jersey’s updated graduation assessment.
The adoption of the cut scores represents the final step in the development of New Jersey’s next-generation graduation assessment, which replaces the previous fixed-form NJGPA with a computer-adaptive assessment aligned to the 2023 New Jersey Student Learning Standards.
Department staff explained that the transition to the NJGPA Adaptive involved several significant changes that required establishing entirely new proficiency standards rather than carrying over scores from the previous assessment. These changes included:
- transitioning from a fixed-form assessment to adaptive testing
- aligning the assessment with the updated 2023 New Jersey Student Learning Standards
- revising the performance level descriptors that define “graduation ready”; and
- redesigning portions of the assessment blueprint in both English Language Arts and Mathematics.
Because these changes occurred simultaneously, Department officials cautioned that results from the new assessment cannot be directly compared with prior NJGPA results and should instead establish a new statewide baseline for future years.
The Department emphasized that the recommended cut scores were developed through a nationally recognized standard-setting process, not through statistical targets or predetermined pass rates. Thirty New Jersey educators representing urban, suburban, and rural school districts participated in the process, including classroom teachers, special education teachers, multilingual learner specialists, instructional coaches, administrators, and supervisors from across the state. Panelists reviewed assessment items, student performance data, and revised performance level descriptors before making recommendations regarding the level of performance that should constitute graduation readiness.
Following multiple rounds of discussion and refinement, educators reported overwhelming confidence in both the fairness of the process and the recommendations they ultimately produced. Department staff noted that every English Language Arts panelist and a strong majority of Mathematics panelists agreed that the recommended standards appropriately reflected the knowledge and skills expected under New Jersey’s current academic standards.
Based on the educators’ recommendations, the Board adopted a graduation-ready scale score of 450 for both English Language Arts and Mathematics on the NJGPA Adaptive reporting scale.
Applying these standards to the first operational administration of the assessment resulted in:
English Language Arts: Approximately 75.1% of students met the graduation-ready standard.
Mathematics: Approximately 60.3% of students met the graduation-ready standard.
Department officials stressed that these percentages were not used to determine the cut scores. Instead, the educator panels identified the level of knowledge and skills expected of a student who is prepared for graduation, regardless of the resulting pass rate.
The Board also reviewed the multiple pathways available for students who do not initially meet the graduation-ready standard. Students in the Class of 2027 will continue to have opportunities to satisfy the graduation assessment requirement by:
- Retaking the NJGPA Adaptive during a future administration;
- Meeting the requirement through approved substitute assessments, whose cut scores remain unchanged from the Class of 2026; or
- Successfully completing the portfolio appeals process.
- Department officials emphasized that no single assessment determines whether a student graduates and that multiple opportunities remain available for students to demonstrate proficiency.
Board members expressed broad support for the Department’s work while acknowledging the magnitude of implementing an entirely new statewide graduation assessment on an accelerated timeline. Several members praised the extensive collaboration among educators, school districts, and Department staff throughout the assessment development and standard-setting process. Board Member Keenan specifically commended the statewide effort required to transition to the new assessment and establish what he described as “a better baseline” for measuring student achievement going forward.
Vice President Bennett stated that she was comfortable supporting the proposed cut scores but emphasized that the Board’s oversight should continue. She requested ongoing reporting from the Department, noting that because the assessment is new, additional data and evaluation will be necessary to ensure the assessment continues to accurately measure graduation readiness and serve students effectively.
Following discussion, the State Board unanimously adopted the resolution establishing the proficiency-level cut scores for the NJGPA Adaptive. The action formally establishes the graduation-ready performance standards that will be used beginning with the Class of 2027, while preserving New Jersey’s existing multiple pathways for students to satisfy the State’s graduation assessment requirement.
State Board Updates Military Science Certification Requirements
The State Board unanimously adopted amendments to New Jersey’s educator certification regulations governing Military Science endorsements for Junior Reserve Officers’ Training Corps (JROTC) instructors.
The amendments remove the longstanding requirement that candidates complete 20 years of military service before qualifying for a Military Science endorsement. Instead, candidates must possess a current certification or letter of eligibility from their respective branch of the U.S. Armed Forces authorizing them to serve as a JROTC instructor.
Department officials explained that the change aligns New Jersey regulations with recent federal law, which now permits qualified non-retired service members to serve as JROTC instructors. The previous state requirement had become more restrictive than federal standards and created unnecessary barriers to certification. The Department noted that the amendment is expected to expand the pool of qualified instructors while maintaining program quality through existing military branch certification requirements.
During board discussion, Board President Kathy Goldenberg asked how many New Jersey students currently participate in JROTC programs. Department staff indicated that they did not have that information immediately available but committed to providing it to the Board. Following brief discussion, the Board unanimously approved the regulatory amendments.
Looking Ahead
The State Board also announced that its September meeting has been rescheduled from September 2 to September 9. Following the September 9th meeting, the Board will hold an “open topic” public testimony session, allowing members of the public to speak on any education-related topic.
For further information about the NJ State Board of Education, or if you are interested in testifying at the next open topic public testimony session, please visit: https://www.nj.gov/education/sboe/ or contact your NJPSA Government Relations team at any time.